Semester Total Credit Hours 9
Total Credit Hours Required for the Program: 60
Undergraduate Preparation for the M.S.Ed./C.A.S. Program in Counseling It is preferred that students present evidence of successful completion of some undergraduate course work in the following subject areas: Psychology, sociology, education, or human development. However, it is more important that students
demonstrate academic success in their undergraduate work, no matter what the major.
Practical experiences are seen as valuable preparation, but cannot substitute for
supervised graduate level practicum experiences. Up to 6 hours of graduate credit may be transferred to the master’s degree.
Counseling Program courses are open only to graduate students. Non-matriculated students who wish to take courses must obtain permission from the Division Chair.
According to graduate school academic regulations, a maximum of 12 credits can be taken as a non-matriculated student.
Admission
Students applying to the Counseling Program must submit the following documents directly to the Graduate Admissions Office:
• a completed application form
• three (3) letters of recommendation
• official transcripts of all undergraduate and graduate coursework
• Graduate Record Examination (GRE) results-General Test
• a personal statement of objectives
Admission to the MS.Ed./C.A.S. Counseling Programs is limited to 18 students each year. Review of applications will begin on February 1. Early application is strongly encouraged.
Interview
An on-campus interview is expected of each applicant for admission to the program, but warranted exceptions may be made. Successful candidates will demonstrate adequate undergraduate preparation, as well as the maturity and self-awareness that are requisite skills for the profession of counseling. Correspondence about the program should be addressed to:
Dr. Kevin Curtin, Division of Counseling and School Psychology 1 Saxon Drive
Alfred, NY 14802
Telephone: (607) 871-2212 Email: [email protected]
School of Graduate and Continuing Studies offers a National Association of School Psychologists (NASP) approved program of graduate study in School Psychology consisting of two years of full-time graduate study followed by a full year internship. The Master’s degree is conferred following completion of 61 credit hours of coursework, and the Certificate of Advanced Study is awarded upon completion of the 18 credits of full-time internship. These degree requirements satisfy the academic portion of the New York State Education Department requirements for the provisional certificate as a school psychologist.
Graduates also fulfill the academic requirements for National Certification as a School Psychologist (NCSP), an additional credential offered by the National Association of School Psychologists. All students are required to take the School Psychology examination offered by the Educational Testing Service/ Praxis Exam Series prior to completion of the internship.
The School Psychology Program is designed to develop professional psychologists who possess the personal characteristics and academic competencies necessary for serving the mental health and educational needs of all children and youth.
Because of the applied nature of the program and the close interpersonal relationships that the profession of school psychology demands, students applying for admission must demonstrate a high level of maturity, independence, and flexibility.
Mission of the MA/CAS Program
Preparation of school psychologists for applied professional practice in schools and related child and family settings.
Goals and Objectives of the MA/CAS Program
Goal A: To produce school psychologists with the personal qualities, interpersonal skills and awareness, and the ethical sensitivity predictive of success in a broad array of social, economic, and political contexts.
• Objective A1: Students will develop an understanding of service delivery programs within a context respectful and appreciative of individual, family, and cultural
diversity.
• Objective A2: Students will develop an awareness that their personal characteristics and interpersonal skills affect the quality, social validity, and acceptability of the services they provide.
• Objective A3: Students will abide by ethical standards as they relate to the historical foundations of the school psychology profession and the current guidelines for practice.
Goal B: To produce school psychologists competent to access a broad range of theoretical and practical approaches with sufficient depth to be effective, flexible practitioners.
• Objective B1: Students will develop proficiency in databased decision-making, including traditional and alternative approaches to the assessment and evaluation of children’s academic, behavioral and emotional problems.
• Objective B2: Students will develop proficiency in the design and development of programs to intervene both directly and indirectly with children’s academic, behavioral, and emotional problems. These programs will include academic
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strategies, behavior modification, crisis intervention, and counseling techniques that are implemented in a timely manner.
Goal C: To produce school psychologists who have an understanding of the basic principles of human cognitive and emotional development and their relationship to the functioning of children within a school setting.
• Objective C1: Students will develop an understanding of the development of both normal and exceptional children.
• Objective C2: Students will gain knowledge of general and special education services and legal guidelines, as part of understanding the educational and socio- political climate of their school districts.
• Objective C3: Students will develop skills in consulting and communicating with school professionals and parents.
• Objective C4: Students will develop skills in the prevention and remediation of academic and emotional problems in children.
Goal D: To produce school psychologists competent in the comprehension and application of research to professional practice.
• Objective D1: Students will acquire a foundation in the scientific knowledge base of psychology and education, as well as an ability to evaluate and utilize research in their practice.
• Objective D2: Students will develop proficiency in ongoing program evaluation, so they make informed decisions based upon objective data in developing services for children.
• Objective D3: Students will develop a knowledge base which includes the updated and appropriate use of information technology in their practice.
Curriculum
The program of study emphasizes a base of training in school psychology with special concern for the application of psychological knowledge in a variety of settings.
Training in the following competency areas is provided: knowledge base in psychology and education; assessment; direct and indirect intervention; program development and evaluation; family systems; and professional role and functioning.
Students participate in supervised fieldwork experiences and practica from the first semester on. Students gain experience in local public schools as well as in the on- campus Child and Family Services Center. The culminating experience consists of a full-time, supervised year-long internship in a school setting. Students are paid a stipend by the public school in which he/she interns, covering tuition for that year.
Satisfactory performance and skill development during the first two semesters, as well as success on a qualifying examination, are required for admission to the third semester of the program.
The following courses are required for all students in the M.A./C.A.S Program:
First Semester
• PSYC 601 Foundations of Cultural Diversity - 1 Credit
• PSYC 603 Foundations of School Psychology - 3 Credits
• PSYC 626 Psychological and Educational Measurements - 2 Credits
• PSYC 627 Norm-Referenced Testing I - 3 Credits
• PSYC 636 Foundations of Interpersonal Effectiveness - 3 Credits
• PSYC 637 Introduction to Group Dynamics - 1 Credit
• PSYC 656 Field Experience in School Psychology I - 1 Credit Semester Total Credit Hours 16
Second Semester
• PSYC 606 Advanced Developmental Psychology - 3 Credits
• PSYC 629 Social-Emotional Assessment - 3 Credits
• PSYC 632 Norm-Referenced Testing II - 3 Credits
• PSYC 638 Psychotherapy and Behavior Change - 3 Credits
• PSYC 639 Exceptionality in Learning and Behavior - 3 Credits
• PSYC 657 Field Experience in School Psychology II - 1 Credit Semester Total Credit Hours 15
Third Semester
• PSYC 628 Academic Functioning - 3 Credits
• PSYC 641 Introduction to Family Therapy - 3 Credits
• PSYC 646 Consultation and Prevention - 3 Credits
• PSYC 658 Clinic Practicum I - 3 Credits
• PSYC 671 Statistical Analysis and Research Design I - 3 Credits Semester Total Credit Hours 15
Fourth Semester
• PSYC 609 Physical Bases of Behavior - 3 Credits
• PSYC 642 Clinical Seminar: Advanced Topics in School Psychology - 3 Credits
• PSYC 651 Academic Interventions - 2 Credits
• PSYC 664 Practicum in Academic Interventions - 1 Credit
• PSYC 659 Clinic Practicum II - 3 Credits
• PSYC 695 Professional Practice Seminar - 3 Credits Semester Total Credit Hours 15
Fifth Semester
• PSYC 667 Internship in School Psychology I - 3 to 9 Credits Sixth Semester
• PSYC 668 Internship in School Psychology II - 3 to 9 Credits Total Credit Hours Required for the Program: 79
Undergraduate Preparation and Admission to the MA/CAS Program
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(see below)
The Doctor of Psychology Degree Program Overview
The Psy.D. Program in School Psychology is designed to prepare psychologists who will practice advanced skills in the schools and related child and family settings and to prepare graduates to meet professional employment demands for:
1. Psychologists in applied research 2. Supervising psychologists
3. Psychologists in child and family treatment agencies, hospitals, and private practice 4. Professionals in higher education involved in the training of educators and
clinicians
The program leads to New York State license eligibility as a psychologist as well as state and national certification as a school psychologist, an additional credential offered by the National Association of School Psychologists.
Doctoral training focuses on applied research skills, advanced studies, and expanded areas of expertise. Graduates will possess the flexibility to assume a variety of roles and have the necessary skills to aid in the continuous development through research and practice of more effective educational and psychological practices. They acquire a broad knowledge base in psychological and educational theory, research and practice.
They develop competencies in basic skill areas, advanced assessment, direct and indirect intervention including counseling and consultation with individuals, groups and systems, applied research, and supervision of others providing psychological services to children and families, particularly within a rural context.
Doctoral candidates are also encouraged to develop a specific area of expertise through a concentration of coursework, field experience and research.
This focus on a strong professionally-oriented program logically leads to the Psy.D.
versus the Ph.D. degree and is in concert with the view put forth in the final report of the Psychology Committee of the Doctoral Evaluation Project of the New York State Education Department.
Mission of the Psy.D. Program
Preparation of psychologists for applied professional practice in schools and other child and family oriented settings.
Goals and Objectives of the Psy.D. Program
Goal A: To produce professional psychologists with the personal qualities, interpersonal skills and awareness, and the ethical sensitivity predictive of success in a broad array of social, economic, and political contexts.
• Objective A1: Students will develop an understanding of service delivery programs within a context respectful and appreciative of individual and cultural diversity.
• Objective A2: Students will demonstrate the personal characteristics and interpersonal skills that affect the quality, social validity, and acceptability of the services they provide.
Goal B: To produce professional psychologists competent to access a broad range of theoretical and practical approaches with sufficient depth to be effective, flexible
• Objective B1: Students will develop proficiency in traditional and emerging
approaches to the assessment and evaluation of children’s academic, behavioral, and emotional problems.
• Objective B2: Students will develop proficiency in the design and development of programs to intervene both directly and indirectly with children’s academic, behavioral, and emotional problems.
Goal C: To produce professional psychologists competent in the conduct, comprehension, and application of research to professional practice.
• Objective C1: Students will acquire a foundation in the scientific knowledge base of psychology and education.
• Objective C2: Students will develop proficiency in the conduct, dissemination, and application of research related to professional practice.
Curriculum
A total of 120 credit hours are needed to complete the program. A minimum of 90 credits of coursework beyond the baccalaureate degree must be completed, in addition to one year of internship (18 credits) and a minimum of 12 credits of dissertation.
As specified by University regulations, all work for the degree must be completed within 7 years from the date of the start of the program. Every student must fulfill a residency requirement, which requires the student to be registered for courses as a full-time student for two consecutive semesters. Thus, this is a four-year program at the minimum, with three years of coursework (including approximately 800 hours of supervised practical experiences), at least one year of full-time residency, and then a year-long full-time supervised internship. The content of the coursework is a balance of scientific bases, research experiences, and academic and professional applied psychology.
Nine credits of electives are required, and may be fulfilled by courses or advanced practicum experiences. All students must pass master’s level written comprehensive examinations, engage in a research apprenticeship, pass a doctoral qualifying examination and complete a written dissertation.
* Sample Sequence of Courses for a Full-Time Student’s Program
The first four semesters are identical to the curriculum for the M.A./C.A.S. program, with the exception that doctoral students take PSYC 672 - Statistical Analysis and Research Design II, during the fourth semester.
Years 1 and 2:
• 61 credits from M.A. coursework - 61 Credits
• PSYC 672 Statistical Analysis and Research Design II - 3 Credits
• Elective - 3 Credits
Years 1 and 2 Total Credit Hours 67
Beyond the first two years doctoral students enroll for the following:
Year 3:
Fifth Semester
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• PSYC 673 Statistical Analysis and Research Design III - 3 Credits
• PSYC 674 Research in School Psychology - 3 Credits
• PSYC 692 Supervision and Administration of Psychological Services - 3 Credits
• PSYC 699 Dissertation - 1 to 12 Credits
• Electives - 3 Credits
Semester Total Credit Hours 18
• PSYC 602 Seminar in Cultural Diversity - 2 Credits
• PSYC 608 Social Psychology and Behavior - 3 Credits
• PSYC 611 History and Systems of Psychology - 3 Credits
• PSYC 699 Dissertation - 1 to 12 Credits
• Electives - 3 Credits
Semester Total Credit Hours 17 Year 4:
Seventh Semester
• PSYC 669 Pre-doctoral Internship I - 3 to 9 Credits
• PSYC 670 Pre-doctoral Internship II - 3 to 9 Credits
Minimum Total Credit Hours Required for the Program: 120
* This sample program shows the case of a student who completes the degree in four years as planned. Many students require additional time to complete their dissertation.
Undergraduate Preparation for the M.A./C.A.S., and Psy.D. Programs
The student must present evidence of competence in the following subject areas:
1. Introduction to psychology
2. Statistical and/or experimental methods 3. At least one of the following:
• Developmental psychology (e.g., child and adolescent psychology)
• Personality
• Abnormal psychology
Students who have not taken these courses, but who are acceptable candidates otherwise, may make arrangements upon approval of the School Psychology Committee to satisfy these requirements via coursework or independent study in the summer preceding admission. Other courses, such as tests and measurements, learning or educational psychology are looked upon favorably. Practical experiences in psychology or education as well as any other relevant experiences are seen as valuable preparation. Up to 6 graduate credits may be transferred to the master’s degree.
Students who enter the doctoral program with prior graduate training relevant to the field of school psychology (including a prior master’s degree in school psychology) must complete ½ of their credits for doctoral coursework at Alfred University. This means that no more than 45 of the 90 credits of coursework can be transferred towards the doctoral degree.
Students applying to the School Psychology Program must submit the following documents directly to the Graduate Admissions Office:
• a completed application form
• three (3) letters of recommendation
• official transcripts of all undergraduate and graduate coursework
• Graduate Record Examination (GRE) results-General Test
• a personal statement of objectives
• a statement of research interest (Psy.D. only)
Admission to the M.A./C.A.S. School Psychology Program is limited to 18 students each year, and six students for the Psy.D. program. The deadline for applications to the Doctor of Psychology (Psy.D.) program in School Psychology is January 15.
Review of applications for the M.A./C.A.S. program in School Psychology will begin on February 1. Late applications will be considered if places in the class still exist for qualified applicants. Early application is strongly encouraged.
Interview
An on-campus interview is expected of each applicant for admission to the program, but warranted exceptions may be made. Correspondence about the program should be addressed to:
Dr. Jana Atlas, Division of School Psychology 1 Saxon Drive, Alfred, NY 14802
Telephone: (607) 871-2212 Email: [email protected].
AUNY (Off-Campus) Programs
Alfred University offers a number of Masters-level programs in the New York City metropolitan area and other locations in upstate New York which are extension
programs of regular campus offerings. Courses are made available through the Center for Integrated Teacher Education (CITE), which has provided professional development and in-service courses for teachers, principals, and related school staff since 1983.
CITE is a professional service organization that manages the logistical operations for Alfred's NYC-area Programs. Classes for AUNY Programs are offered at venues in Brooklyn and Oceanside, Long Island. Alfred University's Downstate Program is designed for working professionals and recent college graduates in the Metropolitan Area. Students in the program are expected to maintain Alfred University's standard of graduate study. This program requires a basic level of computer and email literacy.
The Master of Science in Education program in Literacy is offered in Corning. Courses are taught on the campus of Corning Community College.
Programs Offered
• Master of Science in Education (MSEd) in School Counseling
• Master of Science in Education (MSEd)/Certificate of Advanced Study in Mental Health Counseling
• Certificate of Advanced Study in Mental Health Counseling
• Certificate of Advanced Study in Care Management
• Master of Public Administration (MPA)
• Master of Science in Education (MSEd) in Literacy
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Curriculum
The program is structured to allow separate groups of no more than 25 students to enter each program. Each group remains together through the entire program, attending classes year-round for two years (Counseling) or 15 months (Public Administration), including summers. First year classes are prerequisites for all other classes in the program. Counseling and public administration programs adhere to fall start dates. The literacy and certificate of advanced study programs admit cohorts in the fall and spring.
All AUNY students are required to attend courses on the Alfred University campus in western New York State during each year of the program. Students in the Literacy, Public Administration, and Certificate of Advanced Study in Mental Health Counseling attend courses one summer only. Students in the MSEd in School Counseling program attend courses during the two summers that they are enrolled in the program. Students in the MSEd/Certificate of Advanced Study in Mental Health Counseling program attend courses during the three summers that they are enrolled. Students are notified regarding the schedule for these summer classes.
All matriculated students in AUNY programs are regular Alfred University students.
As such, they have access to the University's online resources and to their academic records through AU BannerWeb. Details regarding these privileges are outlined in the program handbook that students receive at orientation.
Campus Visit Requirement
Each AUNY program requires that students attend on-campus courses for one week during the summers that they are enrolled. The number of courses varies based on the length of the program. During campus visits, students attend class and participate in a program orientation. Campus housing is available to students. Alfred University and CITE assist students in making arrangements. Costs associated with these visits are not included in the cost of tuition. Information about transportation and housing is distributed to accepted students.